A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez
Ano de defesa: | 2016 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Cat??lica de Bras??lia
|
Programa de Pós-Graduação: |
Programa Strictu Sensu em Educa????o
|
Departamento: |
Escola de Educa????o, Tecnologia e Comunica????o
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Resumo em Inglês: | This research paper aims to identify how the new informational and communicational technologies, the large volume of information produced and the teaching practice across the "Information Society" reinforce and / or puts into question the teachers??? perception of their own authority in the classroom. The study assumed that the sense of "crisis of authority", which is verbalized repeatedly by teachers, might be directly linked to the new emerging social dynamics of technological and informational development seen in the past forty years and it has been increasingly inserted in social and educational context. In this sense, the survey revealed important aspects that might contribute to a better understanding of the educational act itself and on the phenomena that are part of the teacher???s daily routine in the classroom. Taking this scenario as a basis, the research is mainly grounded in the ideas presented by Bauman (2011), Bourdieu and Passeron (1975), Castells (1999), Hobsbawm (1995) in order to understand how contemporary is reacting to changing historical events in what has been called the information society. On this scenario, the plot of the discussion of this work and we had painted-Arendt (1964) as a guide to the concept of crisis in teaching authority and the education crisis. Durkheim (1978) and Furlani (1990) complemented the vision of Arendt???s authority (1964), with convergent and divergent points on the subject. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) and Postic (1990) helped on the reflection about the concerns and the new roles of the teacher. Phenomenology was used as conducting scientific method to the procedures for generation and data analysis. The research is characterized as exploratory regarding the objective and field and as empirical research on the means. From the qualitative approach semi-strutucture interview and systematic observation as techniques for data generation were used, while the collective subject discourse (DSC) and interparticipant analysis were employed as instruments for its contextualization. As a result, three important phenomena have been identified and appear to be essential to this debate: a) the student has facility to interact with technology, but this feature does not extend to their use in the context of communication and entertainment; b) Students??? access to new information bases can generate a sense of loss of authority on a teacher who might not be prepared to deal with that reality; and c) that the strategies in which are based on the understanding of the other as part directly involved in the educational act seem to strengthen the teacher???s authority relations. In summary, the result points to the idea that it is not the domain of ICT by the teacher reinforcing or not your authority. |
Link de acesso: | https://bdtd.ucb.br:8443/jspui/handle/tede/2033 |
Resumo: | This research paper aims to identify how the new informational and communicational technologies, the large volume of information produced and the teaching practice across the "Information Society" reinforce and / or puts into question the teachers??? perception of their own authority in the classroom. The study assumed that the sense of "crisis of authority", which is verbalized repeatedly by teachers, might be directly linked to the new emerging social dynamics of technological and informational development seen in the past forty years and it has been increasingly inserted in social and educational context. In this sense, the survey revealed important aspects that might contribute to a better understanding of the educational act itself and on the phenomena that are part of the teacher???s daily routine in the classroom. Taking this scenario as a basis, the research is mainly grounded in the ideas presented by Bauman (2011), Bourdieu and Passeron (1975), Castells (1999), Hobsbawm (1995) in order to understand how contemporary is reacting to changing historical events in what has been called the information society. On this scenario, the plot of the discussion of this work and we had painted-Arendt (1964) as a guide to the concept of crisis in teaching authority and the education crisis. Durkheim (1978) and Furlani (1990) complemented the vision of Arendt???s authority (1964), with convergent and divergent points on the subject. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) and Postic (1990) helped on the reflection about the concerns and the new roles of the teacher. Phenomenology was used as conducting scientific method to the procedures for generation and data analysis. The research is characterized as exploratory regarding the objective and field and as empirical research on the means. From the qualitative approach semi-strutucture interview and systematic observation as techniques for data generation were used, while the collective subject discourse (DSC) and interparticipant analysis were employed as instruments for its contextualization. As a result, three important phenomena have been identified and appear to be essential to this debate: a) the student has facility to interact with technology, but this feature does not extend to their use in the context of communication and entertainment; b) Students??? access to new information bases can generate a sense of loss of authority on a teacher who might not be prepared to deal with that reality; and c) that the strategies in which are based on the understanding of the other as part directly involved in the educational act seem to strengthen the teacher???s authority relations. In summary, the result points to the idea that it is not the domain of ICT by the teacher reinforcing or not your authority. |
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oai_identifier_str |
oai:bdtd.ucb.br:tede/2033 |
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UCB |
network_name_str |
Biblioteca Digital de Teses e Dissertações da UCB |
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Sousa, Carlos ??ngelo de Meneseshttp://lattes.cnpq.br/1313028025195912Mariz, Ricardo Spindolahttp://lattes.cnpq.br/0620569443986015http://lattes.cnpq.br/5255478428345110Soares, Leonardo Humberto2017-04-07T12:24:04Z2016-04-22SOARES, Leonardo Humberto. A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez. 2016. 279 f. Tese (Programa Strictu Sensu em Educa????o) - Universidade Cat??lica de Bras??lia,Bras??lia, 2016.https://bdtd.ucb.br:8443/jspui/handle/tede/2033This research paper aims to identify how the new informational and communicational technologies, the large volume of information produced and the teaching practice across the "Information Society" reinforce and / or puts into question the teachers??? perception of their own authority in the classroom. The study assumed that the sense of "crisis of authority", which is verbalized repeatedly by teachers, might be directly linked to the new emerging social dynamics of technological and informational development seen in the past forty years and it has been increasingly inserted in social and educational context. In this sense, the survey revealed important aspects that might contribute to a better understanding of the educational act itself and on the phenomena that are part of the teacher???s daily routine in the classroom. Taking this scenario as a basis, the research is mainly grounded in the ideas presented by Bauman (2011), Bourdieu and Passeron (1975), Castells (1999), Hobsbawm (1995) in order to understand how contemporary is reacting to changing historical events in what has been called the information society. On this scenario, the plot of the discussion of this work and we had painted-Arendt (1964) as a guide to the concept of crisis in teaching authority and the education crisis. Durkheim (1978) and Furlani (1990) complemented the vision of Arendt???s authority (1964), with convergent and divergent points on the subject. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) and Postic (1990) helped on the reflection about the concerns and the new roles of the teacher. Phenomenology was used as conducting scientific method to the procedures for generation and data analysis. The research is characterized as exploratory regarding the objective and field and as empirical research on the means. From the qualitative approach semi-strutucture interview and systematic observation as techniques for data generation were used, while the collective subject discourse (DSC) and interparticipant analysis were employed as instruments for its contextualization. As a result, three important phenomena have been identified and appear to be essential to this debate: a) the student has facility to interact with technology, but this feature does not extend to their use in the context of communication and entertainment; b) Students??? access to new information bases can generate a sense of loss of authority on a teacher who might not be prepared to deal with that reality; and c) that the strategies in which are based on the understanding of the other as part directly involved in the educational act seem to strengthen the teacher???s authority relations. In summary, the result points to the idea that it is not the domain of ICT by the teacher reinforcing or not your authority.O presente trabalho de pesquisa teve como intuito identificar de que maneira as novas tecnologias informacionais e comunicacionais, o grande volume informacional produzido e a pr??tica docente frente a ???Sociedade da Informa????o??? refor??am e/ou p??em em xeque a percep????o do professor sobre a sua autoridade em sala de aula. A pesquisa partiu do princ??pio de que o sentimento de ???crise da autoridade??? que ?? verbalizado recorrentemente por parte dos docentes poderia estar diretamente vinculado ??s novas din??micas sociais emergentes do desenvolvimento tecnol??gico e informacional visto nos ??ltimos quarentas anos e que se apresenta cada vez mais inserido no contexto social e educacional. Nesse sentido, a pesquisa revelou aspectos importantes que podem contribuir para uma melhor compreens??o sobre o pr??prio ato educativo e sobre os fen??menos que fazem parte da rotina cotidiana do professor em sala de aula. Tendo esse cen??rio como base, a pesquisa se fundamentou principalmente nas reflex??es apresentadas por Bauman (2011), Bourdieu e Passeron (1975), Castells (1999) e Hobsbawm (1995) para compreender como a contemporaneidade est?? reagindo aos eventos hist??ricos de mudan??a no que vem sendo chamado de sociedade da informa????o. Sobre esse cen??rio, pintou-se o enredo da discuss??o desse trabalho e que teve Arendt (1964) como fio condutor para o conceito de crise da autoridade docente e crise da educa????o. Durkheim (1978) e Furlani (1990) complementaram a vis??o sobre autoridade de Arendt (1964), apresentando pontos convergentes e divergentes sobre o assunto. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) e Postic (1990) auxiliaram na reflex??o sobre as inquieta????es e os novos papeis do professor. A fenomenologia foi utilizada enquanto m??todo cientifico condutor para os procedimentos de gera????o e an??lise dos dados. A pesquisa se caracterizou como explorat??ria quanto ao fim e pesquisa de campo e emp??rica quanto aos meios. A partir da abordagem qualitativa, foi utilizada a entrevista semiestrutura e a observa????o assistem??tica enquanto t??cnicas para gera????o de dados, enquanto o discurso do sujeito coletivo (DSC) e a an??lise interparticipante foram utilizados como instrumentais utilizados para a sua contextualiza????o. Como resultado, foram identificados tr??s importantes fen??menos que parecem ser essenciais para esse debate: a) que o aluno possui facilidade em interagir com a tecnologia, mas essa facilidade n??o ultrapassa o seu uso no contexto comunicacional e de entretenimento; b) que o acesso dos alunos ??s novas bases informacionais pode gerar um sentimento de perda da autoridade naquele professor que n??o est?? preparado para lidar com essa realidade; e c) que as estrat??gias que se pautam na compreens??o do outro como parte diretamente envolvida no ato educativo parecem fortalecer as rela????es de autoridade do professor. Em s??ntese, o resultado aponta a ideia de que n??o ?? o dom??nio da TIC pelo professor que refor??a ou n??o a sua autoridade.Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:23:52Z No. of bitstreams: 1 LeonardoHumbertoSoaresTese2016.pdf: 3372069 bytes, checksum: 169fca20a6185d87dade610d53ed8616 (MD5)Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:24:04Z (GMT) No. of bitstreams: 1 LeonardoHumbertoSoaresTese2016.pdf: 3372069 bytes, checksum: 169fca20a6185d87dade610d53ed8616 (MD5)Made available in DSpace on 2017-04-07T12:24:04Z (GMT). No. of bitstreams: 1 LeonardoHumbertoSoaresTese2016.pdf: 3372069 bytes, checksum: 169fca20a6185d87dade610d53ed8616 (MD5) Previous issue date: 2016-04-22application/pdfhttps://bdtd.ucb.br:8443/jspui/retrieve/4230/LeonardoHumbertoSoaresTese2016.pdf.jpgporUniversidade Cat??lica de Bras??liaPrograma Strictu Sensu em Educa????oUCBBrasilEscola de Educa????o, Tecnologia e Comunica????oCriseDoc??nciaAutoridadeSociedade da informa????oEduca????oTecnologia da informa????oCIENCIAS HUMANAS::EDUCACAOA autoridade docente e a sociedade da informa????o: educa????o, crise e liquidezinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis26627035696611660145005006002543899442388046202-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UCBinstname:Universidade Católica de Brasíliainstacron:UCBTHUMBNAILLeonardoHumbertoSoaresTese2016.pdf.jpgLeonardoHumbertoSoaresTese2016.pdf.jpgimage/jpeg5515https://bdtd.ucb.br:8443/jspui/bitstream/tede/2033/4/LeonardoHumbertoSoaresTese2016.pdf.jpgf0677a50874e483dcdc40e278c86fbd1MD54TEXTLeonardoHumbertoSoaresTese2016.pdf.txtLeonardoHumbertoSoaresTese2016.pdf.txttext/plain609161https://bdtd.ucb.br:8443/jspui/bitstream/tede/2033/3/LeonardoHumbertoSoaresTese2016.pdf.txta6239a16dde3bb20967e8e802d04185eMD53ORIGINALLeonardoHumbertoSoaresTese2016.pdfLeonardoHumbertoSoaresTese2016.pdfapplication/pdf3372069https://bdtd.ucb.br:8443/jspui/bitstream/tede/2033/2/LeonardoHumbertoSoaresTese2016.pdf169fca20a6185d87dade610d53ed8616MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://bdtd.ucb.br:8443/jspui/bitstream/tede/2033/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/2033oai:bdtd.ucb.br:tede/20332017-04-08 01:02:17.897Biblioteca Digital de Disserta????es da Universidade Cat??lica de Bras??lia - UCBsdi@ucb.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 |
dc.title.por.fl_str_mv |
A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez |
title |
A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez |
spellingShingle |
A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez Soares, Leonardo Humberto Crise Doc??ncia Autoridade Sociedade da informa????o Educa????o Tecnologia da informa????o CIENCIAS HUMANAS::EDUCACAO |
title_short |
A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez |
title_full |
A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez |
title_fullStr |
A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez |
title_full_unstemmed |
A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez |
title_sort |
A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez |
author |
Soares, Leonardo Humberto |
author_facet |
Soares, Leonardo Humberto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sousa, Carlos ??ngelo de Meneses |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1313028025195912 |
dc.contributor.advisor-co1.fl_str_mv |
Mariz, Ricardo Spindola |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/0620569443986015 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5255478428345110 |
dc.contributor.author.fl_str_mv |
Soares, Leonardo Humberto |
contributor_str_mv |
Sousa, Carlos ??ngelo de Meneses Mariz, Ricardo Spindola |
dc.subject.por.fl_str_mv |
Crise Doc??ncia Autoridade Sociedade da informa????o Educa????o Tecnologia da informa????o |
topic |
Crise Doc??ncia Autoridade Sociedade da informa????o Educa????o Tecnologia da informa????o CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
This research paper aims to identify how the new informational and communicational technologies, the large volume of information produced and the teaching practice across the "Information Society" reinforce and / or puts into question the teachers??? perception of their own authority in the classroom. The study assumed that the sense of "crisis of authority", which is verbalized repeatedly by teachers, might be directly linked to the new emerging social dynamics of technological and informational development seen in the past forty years and it has been increasingly inserted in social and educational context. In this sense, the survey revealed important aspects that might contribute to a better understanding of the educational act itself and on the phenomena that are part of the teacher???s daily routine in the classroom. Taking this scenario as a basis, the research is mainly grounded in the ideas presented by Bauman (2011), Bourdieu and Passeron (1975), Castells (1999), Hobsbawm (1995) in order to understand how contemporary is reacting to changing historical events in what has been called the information society. On this scenario, the plot of the discussion of this work and we had painted-Arendt (1964) as a guide to the concept of crisis in teaching authority and the education crisis. Durkheim (1978) and Furlani (1990) complemented the vision of Arendt???s authority (1964), with convergent and divergent points on the subject. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) and Postic (1990) helped on the reflection about the concerns and the new roles of the teacher. Phenomenology was used as conducting scientific method to the procedures for generation and data analysis. The research is characterized as exploratory regarding the objective and field and as empirical research on the means. From the qualitative approach semi-strutucture interview and systematic observation as techniques for data generation were used, while the collective subject discourse (DSC) and interparticipant analysis were employed as instruments for its contextualization. As a result, three important phenomena have been identified and appear to be essential to this debate: a) the student has facility to interact with technology, but this feature does not extend to their use in the context of communication and entertainment; b) Students??? access to new information bases can generate a sense of loss of authority on a teacher who might not be prepared to deal with that reality; and c) that the strategies in which are based on the understanding of the other as part directly involved in the educational act seem to strengthen the teacher???s authority relations. In summary, the result points to the idea that it is not the domain of ICT by the teacher reinforcing or not your authority. |
dc.description.abstract.por.fl_txt_mv |
O presente trabalho de pesquisa teve como intuito identificar de que maneira as novas tecnologias informacionais e comunicacionais, o grande volume informacional produzido e a pr??tica docente frente a ???Sociedade da Informa????o??? refor??am e/ou p??em em xeque a percep????o do professor sobre a sua autoridade em sala de aula. A pesquisa partiu do princ??pio de que o sentimento de ???crise da autoridade??? que ?? verbalizado recorrentemente por parte dos docentes poderia estar diretamente vinculado ??s novas din??micas sociais emergentes do desenvolvimento tecnol??gico e informacional visto nos ??ltimos quarentas anos e que se apresenta cada vez mais inserido no contexto social e educacional. Nesse sentido, a pesquisa revelou aspectos importantes que podem contribuir para uma melhor compreens??o sobre o pr??prio ato educativo e sobre os fen??menos que fazem parte da rotina cotidiana do professor em sala de aula. Tendo esse cen??rio como base, a pesquisa se fundamentou principalmente nas reflex??es apresentadas por Bauman (2011), Bourdieu e Passeron (1975), Castells (1999) e Hobsbawm (1995) para compreender como a contemporaneidade est?? reagindo aos eventos hist??ricos de mudan??a no que vem sendo chamado de sociedade da informa????o. Sobre esse cen??rio, pintou-se o enredo da discuss??o desse trabalho e que teve Arendt (1964) como fio condutor para o conceito de crise da autoridade docente e crise da educa????o. Durkheim (1978) e Furlani (1990) complementaram a vis??o sobre autoridade de Arendt (1964), apresentando pontos convergentes e divergentes sobre o assunto. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) e Postic (1990) auxiliaram na reflex??o sobre as inquieta????es e os novos papeis do professor. A fenomenologia foi utilizada enquanto m??todo cientifico condutor para os procedimentos de gera????o e an??lise dos dados. A pesquisa se caracterizou como explorat??ria quanto ao fim e pesquisa de campo e emp??rica quanto aos meios. A partir da abordagem qualitativa, foi utilizada a entrevista semiestrutura e a observa????o assistem??tica enquanto t??cnicas para gera????o de dados, enquanto o discurso do sujeito coletivo (DSC) e a an??lise interparticipante foram utilizados como instrumentais utilizados para a sua contextualiza????o. Como resultado, foram identificados tr??s importantes fen??menos que parecem ser essenciais para esse debate: a) que o aluno possui facilidade em interagir com a tecnologia, mas essa facilidade n??o ultrapassa o seu uso no contexto comunicacional e de entretenimento; b) que o acesso dos alunos ??s novas bases informacionais pode gerar um sentimento de perda da autoridade naquele professor que n??o est?? preparado para lidar com essa realidade; e c) que as estrat??gias que se pautam na compreens??o do outro como parte diretamente envolvida no ato educativo parecem fortalecer as rela????es de autoridade do professor. Em s??ntese, o resultado aponta a ideia de que n??o ?? o dom??nio da TIC pelo professor que refor??a ou n??o a sua autoridade. |
description |
This research paper aims to identify how the new informational and communicational technologies, the large volume of information produced and the teaching practice across the "Information Society" reinforce and / or puts into question the teachers??? perception of their own authority in the classroom. The study assumed that the sense of "crisis of authority", which is verbalized repeatedly by teachers, might be directly linked to the new emerging social dynamics of technological and informational development seen in the past forty years and it has been increasingly inserted in social and educational context. In this sense, the survey revealed important aspects that might contribute to a better understanding of the educational act itself and on the phenomena that are part of the teacher???s daily routine in the classroom. Taking this scenario as a basis, the research is mainly grounded in the ideas presented by Bauman (2011), Bourdieu and Passeron (1975), Castells (1999), Hobsbawm (1995) in order to understand how contemporary is reacting to changing historical events in what has been called the information society. On this scenario, the plot of the discussion of this work and we had painted-Arendt (1964) as a guide to the concept of crisis in teaching authority and the education crisis. Durkheim (1978) and Furlani (1990) complemented the vision of Arendt???s authority (1964), with convergent and divergent points on the subject. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) and Postic (1990) helped on the reflection about the concerns and the new roles of the teacher. Phenomenology was used as conducting scientific method to the procedures for generation and data analysis. The research is characterized as exploratory regarding the objective and field and as empirical research on the means. From the qualitative approach semi-strutucture interview and systematic observation as techniques for data generation were used, while the collective subject discourse (DSC) and interparticipant analysis were employed as instruments for its contextualization. As a result, three important phenomena have been identified and appear to be essential to this debate: a) the student has facility to interact with technology, but this feature does not extend to their use in the context of communication and entertainment; b) Students??? access to new information bases can generate a sense of loss of authority on a teacher who might not be prepared to deal with that reality; and c) that the strategies in which are based on the understanding of the other as part directly involved in the educational act seem to strengthen the teacher???s authority relations. In summary, the result points to the idea that it is not the domain of ICT by the teacher reinforcing or not your authority. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-04-22 |
dc.date.accessioned.fl_str_mv |
2017-04-07T12:24:04Z |
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info:eu-repo/semantics/publishedVersion |
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SOARES, Leonardo Humberto. A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez. 2016. 279 f. Tese (Programa Strictu Sensu em Educa????o) - Universidade Cat??lica de Bras??lia,Bras??lia, 2016. |
dc.identifier.uri.fl_str_mv |
https://bdtd.ucb.br:8443/jspui/handle/tede/2033 |
identifier_str_mv |
SOARES, Leonardo Humberto. A autoridade docente e a sociedade da informa????o: educa????o, crise e liquidez. 2016. 279 f. Tese (Programa Strictu Sensu em Educa????o) - Universidade Cat??lica de Bras??lia,Bras??lia, 2016. |
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https://bdtd.ucb.br:8443/jspui/handle/tede/2033 |
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por |
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por |
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500 500 600 |
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openAccess |
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Universidade Cat??lica de Bras??lia |
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UCB |
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Brasil |
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Escola de Educa????o, Tecnologia e Comunica????o |
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Universidade Cat??lica de Bras??lia |
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